INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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Factors Influencing Arabic Language Subject Achievement Among
Students of Government-Aided Religious Schools (Sabk) in Kota Setar
District
Muhammad Haikal Ezaham
1
, Mohammad Taufiq Abdul Ghani
2*
1
Department of Modern Languages, Faculty of Languages and Communication, Sultan Idris Education
University, Malaysia
2
Senior Lecturer, Department of Modern Languages, Faculty of Languages and Communication, Sultan
Idris Education University, Malaysia
*Corresponding Author
DOI:
https://doi.org/10.47772/IJRISS.2025.91100331
Received: 27 November 2025; Accepted: 03 December 2025; Published: 10 December 2025
ABSTRACT
This study explores the dominant factors influencing Arabic language achievement among students in
Government-Aided Religious Schools (SABK) in the Kota Setar District, Kedah. As Arabic is central to religious
knowledge and scholarly communication, students’ performance reflects the overall effectiveness of Islamic
education. Using a qualitative design with an interpretive phenomenological approach, semi-structured
interviews were conducted with 12 Form Four students identified as high achievers in Arabic. The study is
guided by Al-Ghazali’s Human Development Theory, which emphasizes balanced spiritual, physical, emotional,
and intellectual growth, supported by Self-Regulated Learning Theory to understand students’ motivation and
learning strategies. Thematic analysis revealed three key dimensions: student character, learning strategies, and
peer dynamics. Findings show that personal character such as discipline, academic integrity, and spiritual
sincerity drives intrinsic motivation to master Arabic. Self-directed learning strategies, including structured
study plans, digital learning tools, and effective time management, further enhance proficiency. Peer influence
functions in a dual way: supportive peers improve understanding through collaboration, while negative attitudes
can reduce confidence and trigger language anxiety. Overall, the study highlights that Arabic achievement
depends on the interplay of internal factors (character and spiritual motivation) and external factors (social
support and learning environment). It recommends that SABK schools strengthen character development and
social support within the curriculum to promote holistic student excellence aligned with Islamic educational
philosophy.
Keywords: Personality, Learning Strategies; Peer Influence; Arabic Achievement; SABK; Al- Ghazali's Theory
Background of the study
The education system in Malaysia, based on the National Philosophy of Education (FPK), emphasizes the
development of balanced human capital in terms of spiritual, physical, emotional, and intellectual (Ministry of
Education Malaysia, 2013). In this context, Government Aided Religious Schools (SABK) are unique
institutions established since 2004, aiming to improve the quality of education by integrating the national
academic curriculum and the existing religious curriculum (Ibrahim et al., 2024). SABK plays a critical role in
shaping a generation of knowledge and noble character.
Arabic as a core subject at SABK, is now recognized as an important international language. Although Arabic
plays a role in the formation of noble values through the understanding of religious texts (Duryat, 2021), students'
performance in these subjects shows an inconsistent pattern. The main challenges include difficulty in mastering
grammar and weakness in speaking skills, which ultimately affect students' self-confidence.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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The formation of a student's personality is the main pillar of academic excellence. Traits such as self-discipline,
responsibility, and integrity directly affect a student's ability to concentrate, manage time, and master complex
language skills. Therefore, the strengthening of personality elements, a conducive learning environment, and
positive peer interaction are seen as important factors in overcoming contemporary learning barriers and
improving achievement in the Arabic Language. This study was conducted to identify the main factors
influencing the achievement of Arabic language subjects among SABK students in the district of Kota Setar.
Statement of the problem
Although the Government-Aided Religious Schools (SABK) in the Kota Setar District are equipped with a
comprehensive curriculum and qualified instructors, the achievement of students in Arabic subjects shows a
worrying trend. Based on the exam performance report, there has been a significant decline in the mastery of
basic Arabic language skills, particularly in the grammatical and communication aspects, which has not yet
reached the expected level (Baba et al., 2021). This phenomenon highlights the existence of a large gap between
theoretical mastery and students' ability to apply the language in real-life contexts.
This problem is further exacerbated by a variety of challenging environmental and social factors. Among them
is the lack of institutional support, especially in terms of learning facilities such as language labs and limited
authentic materials, which in turn makes it difficult to implement effective teaching and learning processes. In
addition, the negative influence of peers also has a significant impact on students' motivation and confidence.
Mocking or belittling friends who try to use Arabic in daily communication is an obstacle to the formation of a
conducive and authentic language environment (Fadzil et al., 2022).
Furthermore, while personality aspects are often linked to students' academic success, the lack of empirical
evidence that specifically examines the relationship between personality elements such as self-discipline,
responsibility and integrity with Arabic language achievement in the context of SABK in Kota Setar remains a
constraint. Therefore, a comprehensive study is needed to detail the factors that influence Arabic language
achievement among SABK students. The findings from this study are expected to provide a clearer picture and
become a basis for schools and educators to formulate more effective and high-impact improvement strategies.
Study Objectives and Questions
LITERATURE REVIEW
Student Personality and Academic Achievement
The academic literature consistently points to the role of personality as a key determinant of academic success.
Within this framework, personality is divided into three critical elements:
Self Discipline
High self-discipline allows students to manage their time efficiently and maintain focus on academic tasks. In
learning Arabic, this self-discipline translates into consistency in memorizing vocabulary, repeating grammar
studies, and performing skills training continuously.
Responsibility
Academic responsibility encourages better commitment to assignment preparation and active involvement in
learning. Responsible students not only complete assignments, but also take the initiative on their own to find
additional reference materials and correct mistakes, which have been shown to improve problem-solving skills.
Integrity
Integrity refers to academic honesty and sincerity in seeking knowledge. Students with integrity in Arabic will
avoid shortcuts such as automatic translation and strive to understand language concepts in depth. This practice
ensures a more solid understanding and more authentic language skills
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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The Role of the Learning Environment
1. A conducive learning environment at SABK plays an important role in motivating and influencing Arabic
language achievement. A positive environment involves three main aspects:
2. Physical Environment: The availability of facilities such as language labs, libraries, and adequate teaching
technology has been proven to increase students' interest and achievement. This lack of facilities is seen as a
major constraint faced by many SABKs.
3. Social Environment: Positive interaction between teachers and students and effective administrative support can
form a school culture that promotes character development.
4. Institutional Environment: A clear school policy in the development of the school's language and culture that
encourages the use of Arabic in daily communication contributes to the formation of a more effective
environment.
Peer Influence
Peers are powerful socialization agents in the formation of students' identities and behaviors (Tang & Amir,
2024). These influences can be bilateral:
1. Positive Support: Peers who provide academic support, through group learning and note-sharing, have been
shown to improve students' academic achievement and interpersonal skills.
2. Negative Influences: On the other hand, negative peer pressure can damage personality and motivation,
especially if social groups underestimate the importance of learning Arabic or prevent the use of the language in
social interactions.
Study Challenges and Gaps
Although Government Aided Religious Schools (SABK) play a critical role in shaping the personality of
students, various challenges still exist such as high teacher workload, physical infrastructure constraints and
negative influences of social media (Ismail & Othman, 2020; Ab Halim & Muslaini, 2018). Based on the
literature review, three main study gaps were identified as justifications for the conduct of this study. First, most
studies related to Arabic language achievement focus more on pedagogical aspects and teaching methods, with
limited research on the role of personality elements such as self-discipline, responsibility and integrity. Second,
there is still a lack of research that focuses on the uniqueness of the context of SABK that combines elements of
religious and academic education, as well as its impact on Arabic language proficiency. Third, there is a lack of
comprehensive studies in integrating and testing the relationship between personality, environment and peer
variables collectively in a specific study framework, especially in the Kota Setar area.
METHODOLOGY
Research Design
This study adopted a qualitative approach with a multi-site case study design. This approach was chosen to gain
a deep understanding of the factors influencing Arabic language achievement through the students' own
experiential perspectives. Specifically, this study utilizes the Interpretive Phenomenological Approach (IPA) to
deeply explore how high-achieving students make sense of and experience the influence of personal character,
environment, and peers in the context of Arabic language learning in SABK.. The main data collection method
used was semi-structured interviews, which allowed for the flexible and detailed exploration of aspects of
personality, environment, and peer influence (Radi & Amran, 2023).
Study Location, Population and Sample
The study was conducted at two selected Government-Aided Religious Schools (SABK) in the Kota Setar
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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District, Kedah: Maktab Mahmud Pokok Sena and Sekolah Menengah Agama Darussaadah. The selection of
these two sites was intended to allow for site triangulation and comparison of contextual experiences, thus
enhancing the depth and richness of the qualitative data.
Purposive sampling was used to select 12 Form 4 students as study participants. The sample selection criteria
were as follows:
• Students who take Arabic subjects.
• The sample was equally divided between high-achieving students (scores of 80% and above) and medium-
achieving students (scores between 50-79%), with six students in each category. This division aimed to
achieve maximum variation in the data to understand a broad spectrum of experiences in the context of
Arabic language learning.
• Students are active in Arabic co-curricular activities and have been attending the SABK for at least three
years.
The sample size of 12 participants was considered sufficient to achieve data saturation, in line with practice in
qualitative research to obtain in-depth data.
Data Collection Instruments and Procedures
The main instrument used is the semi-structured interview protocol. Interview questions were developed based
on the three main themes of the study (personality, environment, peers) supported by a literature review.
The data collection process involves:
• Obtaining ethical permission from the school administration and written consent from the participants.
• Conducting face-to-face interview sessions (45–60 minutes per session) in a convenient location, recorded
using a digital audio recorder, and supported by field notes.
• The data collection process was carried out continuously for three months (March–May 2025).
Data Analysis
The data collected were analyzed using thematic analysis methods (Sitasari, 2022).
The process is systematic and ongoing, involving the following steps:
• Transcription of interview recordings.
• Open Coding (identification of meaningful units in the data).
• Categorization of codes according to equations.
• Formation The main theme that answers the study problem.
ATLAS.ti software is used to assist in the systematic management, coding, and analysis of data.
Validity and Reliability
The credibility and reliability of these qualitative studies are ensured through several strategies:
• Data Triangulation: Collection of data from multiple sources (two SABKs, two groups of achievements).
• Expert Confirmation: The interview protocol was reviewed by three experts (two Arabic/Islamic
Education lecturers with more than 10 years of experience and one excellent Arabic teacher) to ensure the
validity of the face and content.
• Participant Validation: Transcripts and preliminary interpretations were shared with study participants
for validation and feedback, thus improving the accuracy of the findings.
• Audit Trail: Detailed documentation of the investigation process, including transcripts, notes, and the
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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coding process, is kept transparently.
Research Ethics
The ethical aspect is given absolute priority. Each participant was given a detailed description of the purpose of
the study and their rights, including the guarantee of confidentiality of identity (use of pseudonyms),
voluntariness of participation, and the storage of secure data (password protected) before being disposed of after
the stipulated period.
Study Findings
Identification
This chapter presents the findings of the study obtained through in-depth interviews with 12 Form 4 students
from two Government-Aided Religious Schools (SABK) in the district of Kota Setar, Kedah. The data were
analyzed using a thematic analysis approach based on three main objectives, namely identifying personality
elements, exploring environmental influences, and exploring peer influence on Arabic subject achievement.
Each objective is accompanied by a diagram of themes and subthemes, detailed descriptions and relevant
interview excerpts to provide a comprehensive picture of the factors influencing student achievement.
Demographics of Study Participants
The study involved 12 participants consisting of six students from Mahmud Pokok Sena College and six students
from Sekolah Menengah Agama Darussaadah, comprising six high-performing students (scores of 80% and
above) and six medium-performing students (scores between 50–79%). All participants are active in Arabic co-
curricular activities and have at least three years of experience studying at SABK, thus providing a diverse and
in-depth perspective on the learning environment and school culture in the context of Islamic education in
Malaysia.
Personality Elements That Influence Arabic Language Achievement
The findings of the study show that the personality element plays an important role in determining the Arabic
language achievement of SABK students. Four main themes were identified, namely Discipline and Self-
Management, Academic Integrity and Honesty, Learning Responsibility and Commitment, and Internal
Motivation and Diligence.
The findings of the study identified four main themes that form the basis of students' personality, namely
Discipline and Self-Management, Academic Integrity and Honesty, Learning Responsibility and Commitment,
and Internal Motivation and Diligence. Under the first theme, aspects such as time management, consistent daily
practices, and self-control are identified as important factors in improving academic performance. The second
theme emphasizes the value of honesty with oneself and sincerity in learning as the foundation of academic
integrity. Next, the third theme involves independence in learning, commitment to quality, as well as trust in
assignments that reflect students' responsibility towards their learning process. Finally, the fourth theme
highlights the role of self-awareness, reflection, and perseverance in facing challenges as a driver of students'
intrinsic motivation to achieve excellence in learning Arabic.
Students who had high discipline in time management, daily practice, and self-control showed significant
improvements in achievement, such as an increase in scores from 68 to 84 (Respondent 2). Academic integrity
through honesty and sincerity in learning shows a positive relationship with meaningful learning progress, driven
by spiritual values and intrinsic motivation.
A responsible and committed attitude is translated through independence, thoroughness, and trust in completing
assignments, which drives improved academic performance. Meanwhile, inner motivation and perseverance help
students face learning challenges with high self-awareness and reflection, as well as a strong spiritual spirit to
continue to strive to understand Arabic in depth. In conclusion, students' personalities not only affect academic
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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performance but also form a positive, consistent and Islamic value-based learning attitude, in line with the
educational goals at SABK.
Table 4.1 Themes and Sub-Themes of Personality Elements Influencing Arabic Language Achievement
Main Theme
Key Findings (Interview Summary)
Source /
Respondent
1. Discipline and Self-
Management
A systematic table increases the score
from 68 → 84; A special time for
memorization & practice.
R1, R2
(MMPS)
Memorize 5 words a day, making it an
effective daily routine for long-term
memory.
R3, R7
(SMAD)
Set a study time after Maghrib; Avoid
distractions for the sake of focus and
self-discipline.
R6 (MMPS)
2. Academic Integrity
& Honesty
Do not imitate the work of friends;
asking when not understanding;
improvement of learning outcomes.
R4, R8
(MMPS,
SMAD)
Learn for the sake of Allah; Spiritual
connection strengthens the intrinsic
motivation and blessing of knowledge.
R1, R5
(SMAD,
MMPS)
3. Learning
Responsibilities &
Commitments
Focus in class, not depending on others;
independent and disciplined.
R9 (SMAD)
Checking for mistakes and rewriting
exercises to reinforce understanding.
R11 (MMPS)
Do not give up even if you fail; Watch
videos and reread the material.
R11 (SMAD)
4. Internal Motivation
& Perseverance
Accept the teacher's reprimand, avoid
studying at the end; Practice reflective
learning.
R12, R4
(MMPS)
Associate learning with understanding
the Quran; Develop an interest in
continuing to learn.
R6 (MMPS)
Overall, these four personality elements complement each other in forming students who are disciplined, honest,
responsible, and highly motivated, thus having a positive impact on their achievement in learning Arabic at
SABK.
The Influence of Environment on the Arabic Language Achievement of SABK Students in Kota Setar
This study found that the learning, social and institutional environment plays a significant role in determining
the effectiveness of Arabic language learning among SABK students. A conducive environment with adequate
facilities, continuous teacher support as well as the implementation of programmes and a school culture that
emphasizes the practical use of Arabic has been proven to increase students' motivation and achievement. In
terms of learning environment and facilities, a comfortable classroom atmosphere and the use of technology and
interactive teaching aids help improve students' understanding and focus on learning Arabic. Meanwhile, aspects
of the social environment and interaction also play an important role as an interactive teaching approach,
continuous guidance and positive relationships between teachers and students build self-confidence and
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encourage students' interest in continuing to learn. In the context of the institutional and programme
environment, the involvement of students in extracurricular activities and school culture that encourages the use
of Arabic in real-life situations forms more effective communication competence and language application.
Overall, these findings show that a combination of a supportive physical, social, and institutional environment
is capable of creating a holistic and effective learning environment, in line with Vygotsky's social learning theory
and Communicative Language Teaching (CLT) approach that emphasizes learning through interaction and real
context.
Three main themes were identified namely (1) Learning Environment and Facilities, (2) Social Environment and
Interaction, and (3) Institutional and Programme Environment. The first theme includes sub-themes of classroom
atmosphere, learning facilities and technology, as well as teaching aids. The second theme involves teaching
methods, teacher support, and teacher-student interaction. The third theme also includes programs and culture
of using Arabic in schools.
Table 4.2 Analysis of Themes and Sub-Themes of Environmental Influence on Arabic Language Achievement
Main Theme
Sub-Theme
Key Findings (Interview
Summary)
Source / Respondent
Theme 1:
Learning
Environment
and Facilities
1.1 Conducive
classroom
atmosphere
Calm & fun classes to help
comprehension (R5, R8)
Affective factors affect motivation;
A positive atmosphere reduces
language annoyance.
1.2 Learning
facilities &
technologies
The use of TikTok/YouTube
videos helps with quick
comprehension (R12)
Digital learning enriches language
input and attracts the interest of
generation Z.
1.3 Teaching aids
Visual notes & file system to
help learning management
(R11)
Self-paced strategies demonstrate
students' autonomy and self-study
skills.
Theme 2:
Social
Environment
and
Interaction
2.1 Teacher's
teaching methods
Confidence level oral questions
and exercises (R7, R9)
An interactive approach (CLT)
strengthens students'
communication and retention
skills.
2.2 Teacher
support and
guidance
Teachers give extra classes &
individual help (R6, R11)
A friendly teacher-student
relationship creates emotional
safety and high motivation.
2.3 Teacher-
student
interaction
Caring and patient teachers help
students understand (R10)
Positive interactions strengthen the
social bonds & intrinsic drive of
students.
Theme 3:
Institutional
and Program
Environment
3.1 School
programs &
activities
Arabic language workshops,
speeches, and fluency level
competitions (R12, R5)
Co-curricular programs build
authentic experiences and language
confidence.
3.2 Culture of
Arabic use
"Arabic speaking day" level of
actual language use (R3, R4)
Immersive environment is effective
in second language acquisition;
This practice should be expanded.
Overall, the three aspects of the environment (learning, social, institutional) complement each other in supporting
the learning of Arabic as a whole. Findings show that students who study in a conducive environment, receive
effective teacher guidance, and engage in Arabic-oriented programs show higher academic achievement as well
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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as strong intrinsic motivation.
Peer Influence on the Arabic Language Achievement of SABK Students in Kota Setar
Studies have found that peers have a significant influence on student achievement in Arabic subjects through
three main dimensions: academic support, social interaction, and behavioral influence. In this context, peers are
not only a source of learning aid, but also act as a catalyst for motivation and positive learning models.
Collaborative learning such as mentor systems, study groups, and note-sharing help improve students'
comprehension and communication skills. Additionally, social interactions in Arabic informally reinforce
language proficiency through real applications, while hardworking and motivated friends inspire others.
However, negative influences such as laziness, ridicule of language mistakes, and language anxiety are also
challenges that need to be managed. Overall, peer influence is bi-directional in nature and can be a catalyst for
success or a barrier to learning depending on the culture and attitudes within the group.
Three main themes were identified: Theme 1: Academic Support and Collaborative Learning, Theme 2: Social
Interaction and Language Communication, and Theme 3: Influence of Behaviour and Attitudes. Under Theme
1, the sub-themes that emerge are peer mentoring systems, group learning, and sharing of learning resources.
Theme 2 covers the use of Arabic in daily conversations as well as the role of friends as a source of motivation
and inspiration. Meanwhile, Theme 3 highlights two different dimensions of peer influence, namely the positive
impact on the formation of discipline and interest in learning, as well as the challenge of negative influences that
can weaken students' focus and commitment.
Table 4.3 Themes and Sub-Themes of Peer Influence on Arabic Language Achievement
Main Theme
Sub-Theme
Key Findings (Interview
Summary)
Source / Respondent
Theme 1: Academic
Support and
Collaborative
Learning
1.1 Peer Mentor
System
Friends help explain nahu
and soraf; Mentor-mentee
groups exist spontaneously.
Peer tutoring improves
comprehension through easy-to-
understand language;
demonstrate autonomy and
collaborative awareness.
1.2 Group and
Collaborative
Learning
Learning in a group makes
learning fun and reduces
stress; group leader rotating
system.
Collaborative learning improves
comprehension and reduces
emotional stress; in line with the
theory of affective filters.
1.3 Sharing
Learning
Resources
Students share notes and
techniques for answering
questions.
The sharing of resources reflects
a culture of helping and a
collective responsibility to
academic success.
Theme 2: Social
Interaction and
Language
Communication
2.1 The Use of
Arabic in
Conversation
Students use Arabic words
such as "ana", "anta",
"ayna" in everyday
conversation.
Spontaneous use and code-
switching help natural language
acquisition in informal contexts.
2.2 Motivation
and Inspiration of
Friends
Friends are diligent in
inspiring; quizzes and
memorization together with
the level of enthusiasm for
learning.
The phenomenon of peer
modeling encourages intrinsic
motivation and forms a positive
learning culture.
Theme 3: Influence
of Behavior and
3.1 Positive
Speaking exercises with
pronunciation and writing;
Positive peers form discipline,
confidence, and consistency of
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Attitude
Influence
Friends are diligent in
encouraging review.
learning; long-term benefits to
performance.
3.2 Challenges
and Negative
Influences
Lazy, skipping friends,
making fun of Arabic
mistakes, there is shame
and fear of being wrong.
Negative influences exist through
language anxiety; The selection
of positive peers is important for
academic success.
Overall, the findings show that peer influence is a strong social factor in learning Arabic. Collaborative learning,
active communication, and a culture of peer support can improve academic achievement, while negative attitudes
and ridicule can affect students' confidence and motivation. Therefore, the formation of a positive peer-based
learning community is very important to strengthen students' language proficiency and interest in Arabic.
CONCLUSION
Overall, Arabic language achievement at SABK is influenced by the complementary interaction between internal
factors (personality such as discipline and sincerity) and external factors (conducive environment and peer
support). Success depends on a holistic balance that emphasizes the development of noble values and effective
learning strategies, in line with Al-Ghazali's Human Development Theory.
Study Limitations
This study was limited to Form 4 students and was conducted in only two SABK schools in the Kota Setar
district. This limitation restricts the ability to generalize (generalizability) the findings to the entire population
of SABK students across different zones and levels. Therefore, these findings should be interpreted as an in-
depth exploration of the specific context of high and medium-achieving students in Kota Setar.
RECOMMENDATIONS FOR FUTURE RESEARCH
Based on the study's limitations and findings, several recommendations for future research are as follows:
1. Scope Expansion and Generalizability:
Future studies are recommended to expand the study sample by involving students from various levels and
different SABK zones to test the applicability and generalizability of these findings.
2. Personality-Based Intervention Studies (Internal Focus):
Quantitative intervention studies should be conducted to assess the direct impact of personality development
modules on improving academic achievement, especially in Arabic subjects , given the key role of discipline
and integrity found in the study.
3. Action Research to Address Negative Peer Influence (External Focus):
Further research needs to thoroughly examine the factors of peer unwillingness to communicate in Arabic.
Action Research is recommended to devise and test effective intervention strategies to reduce the language
anxiety caused by negative peer influence and ridicule, which affects students' confidence and motivation.
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